Difference between revisions of "Disability/Accessibility to Infrastructure and Information"
| Line 1: | Line 1: | ||
| − | + | <big>“'''Accommodations''' are given to an individual to meet an individual need. '''Accessibility''' creates a space that is accessible in a way that accommodations are not needed."<ref>Sheets, Z. (2018). Disability Justice. In Disability in American Life: An Encyclopedia of Concepts, Policies, and Controversies. ABC-CLIO.</ref></big> | |
| + | |||
| + | Arguably, | ||
| + | |||
| + | <big>Apart from physical accessibility, other areas of accessibility include cognitive and emotional accessibility, he added. Cognitive accessibility means that experiences and information are catered to different levels of cognition, such as easy-read formats. </big> | ||
| + | |||
| + | <big>Emotional accessibility takes into account how different people react differently to certain environments, smells or sights. Examples include issuing trigger and content warnings before sharing information that may be unpleasant or traumatic.</big> | ||
| + | |||
| + | <big>Physical Access</big> | ||
| + | |||
| + | <big>Communicative Access</big> | ||
| + | |||
| + | <big>Cognitive Access</big> | ||
| + | |||
| + | <big>Emotional Access</big> | ||
| + | |||
| + | <big>Access is more than just about physical spaces!</big> | ||
| + | |||
{| class="wikitable" | {| class="wikitable" | ||
!<big>Short-Term Outcomes</big><big>(skills, knowledge, attitudes)</big> | !<big>Short-Term Outcomes</big><big>(skills, knowledge, attitudes)</big> | ||
Revision as of 03:57, 9 March 2020
“Accommodations are given to an individual to meet an individual need. Accessibility creates a space that is accessible in a way that accommodations are not needed."[1]
Arguably,
Apart from physical accessibility, other areas of accessibility include cognitive and emotional accessibility, he added. Cognitive accessibility means that experiences and information are catered to different levels of cognition, such as easy-read formats.
Emotional accessibility takes into account how different people react differently to certain environments, smells or sights. Examples include issuing trigger and content warnings before sharing information that may be unpleasant or traumatic.
Physical Access
Communicative Access
Cognitive Access
Emotional Access
Access is more than just about physical spaces!
| Short-Term Outcomes(skills, knowledge, attitudes) | Mid-Term Outcomes(behaviours) | Long-Term Outcomes(impact) | Social Impact | |||
|---|---|---|---|---|---|---|
| → | → | Early intervention is timely and effective | → | |||
| → | → | |||||
| → |
Click here to explore the Early Intervention Theory of Change.
| Key Statistics and Figures | Key Gaps | Knowledge Gaps |
| 7,000 children aged 6 and below have developmental difficulties as of 2015[2] | ||
| Between 2010 and 2014, KKH and NUS screenings show a 76% increase in children 6 and below with developmental issues such as development delays, speech and language delays, learning difficulties and autism spectrum disorders (ASD)[3] | ||
Opportunity Areas
- ↑ Sheets, Z. (2018). Disability Justice. In Disability in American Life: An Encyclopedia of Concepts, Policies, and Controversies. ABC-CLIO.
- ↑ https://www.todayonline.com/singapore/big-read-special-needs-children-pre-school-not-given-0
- ↑ https://www.todayonline.com/singapore/more-preschoolers-diagnosed-developmental-issues